Centering higher education student affairs on “care education” is conductive to fostering future citizens with virtue of “care and responsibility”. Given the current difficult situation and chaotic phenomenon in our society, we are badly in need of public interests, promotion of ethnic consolidation, and establishment of common value. Bearing responsibility for the above missions, college student affairs need new ideas and new approaches. The “service-learning” education model currently prevailing in the US has its basis of theory and empirical study in the promotion of student moral development. The voluntary student club activities, that share a common goal of pursuing “public interests”, are the best way to implement “service-learning”. With the guidance of student affairs staff, student clubs are likely to master the relation between and essence of the “service-learning” and “moral development” so as to lay a solid foundation for civic morality education. Using qualitative research method, this study individually interviewed 10 college students in Taipei area, who have participated in service clubs and service- learning courses, to collect information. The findings of this study can be concluded into 11 subjects concerning the process of student moral development: quality, affection, relationship, practice, challenge, support, introspection, mutual beneficiality, responsibility, harm avoidance, and commitment. Hopefully, the findings of this study can serve as a reference and be helpful to higher education student affairs staff, teachers, and related government units and civil institutions in their planning and designing of various college students activities, student club activities, and other related student club training courses.